KTIP Source of Evidence: Lesson Plan

Name __Kristi Wertz_________ Date of Lesson: __Day 20_____ School: __Madison Southern High School _____

Grade / Age: ____Freshman_______ Subject & Topic _____English- Haiku__________

# of Students: ______24________ # IEP / 504 ____4_______ # G/T _______0______ # ELL ________0______

Lesson Title / Topic:

_x_ teach/observe __teach/assist __station teach __ Parallel teach ___ Supplemental teach __ Alt. teach __ Team

1. Learning Target(s)/Objectives (1A; 1C)

List & number the lesson learning target(s)/objective(s) [connect each target/objective to the appropriate state
curriculum/content area standards] List the content standard then the specific learning targets for each
standard.
Current lesson’s learning targets / objectives: I will learn how to identify a haiku and create my own.
CCR: Write routinely over extended time frame (time for research, reflection and revision) and shorter time frames
(a single sitting or a day or two) for a range of tasks, purposes and audiences.
2. Students’ Baseline Knowledge and Skills (1B; 1F)
Describe and include the pre-assessment(s) used to measure student’s baseline knowledge and skills for this
lesson.
I will ask students what they remember about poetry and haikus.

3. Formative Assessment (1F)

Describe the formative assessment(s) to be used to measure student progress during this lesson.

They will write and turn in their own haiku at the end of class.
4. Resources (1D)
Identify the resources and assistance available to support your instruction and facilitate students’ learning (including
appropriate technology).
Whiteboard and markers
Poetry PPT to review
My own notecards on haikus
Their completed research papers
5. Lesson Procedures (1E)
Describe the sequence in which the differentiated strategies/activities and/or assessments will be used to
engage your students and facilitate attainment of the lesson objective(s) and promote higher order thinking.
Within this sequence be sure to:
• Describe the differentiated strategies/activities and/or assessments designed to meet the
students’ needs, interests, and abilities.
• identify the questions you will use to promote higher order thinking and understanding and encourage
discussion

Procedures Accommodations / Adaptations

1. I will greet the students at the door as they enter the classroom.
They students will do a bell ringer on the board. The bell ringer will be
“What do you remember about poetry?” The students will have 6
minutes to do the bell ringer and then we will go over it as a class. I
will gather up what they remember about poetry on the whiteboard.
 2. Next, we will discuss what they remember and if they are correct in
it. I will then review my poetry PPT with the students.
3. We will review our talk about the haiku.
4. Students will write their own haiku. This haiku will be off of what
their research paper is on. Then some students will read their haikus
and guess what the topic of the paper is on. The students will turn in
their haikus at the end of class.
6. Watch For-------
Identify anything that you would like specifically observed or noted about this lesson. Include any questions you
have for the observer or reviewer.